| Title |
School
Year |
Grade |
Art
Form |
Content
Area |
Key
Benchmark |
|
| Characterization in The Little Red Hen | 2005-2006 | 1 | Drama | Language Arts | LA 1.3.1 |
| Students learn how to create a voice for a character and how to perform a dialog.
Students also make a paper plate stick puppet of the Little Red Hen and introduce the puppet to the class, using a voice for the puppet character they have created.
|
| Classical Music Introduction | 2006-2007 | 1 | Music | Fine Arts | None |
| Students hear famous themes from three pieces of classical music, the composers, and the stories associated with the music. They learn about the string family of instruments, and especially the violin, as the artist shows them the actual instrument and plays for them. The unit culminates in a live performance by a string trio, playing some of the themes the students have learned. |
| Exploring Liquids & Solids with Paints | 2005-2006 | 1 | Visual Arts | Science | SC 1.6.1 |
| Students use three different kind of paints to create original art works. They explore paint as both liquid and solid (powder paint), and introducing solids into the paint (salt, sand, and straw). Students also get an introduction to the mixing of primary colors to make secondary colors.This unit was originally taught as an extension of the FOSS science unit on Liquids and Solids. |
| Fun with Clay | 2006-2007 | 1 | Visual Arts | Fine Arts | None |
| Students will explore the idea of three-dimensional artwork and learn how to work with clay. They will make three small projects, let them dry, and paint them. |
| Gingerbread Man Meets the Musubi Man | 2005-2006 | 1 | Drama | Social Studies | SS 1.6.1 |
| Students compare versions of a folk tale from two different cultures, performing one version as a Reader’s Theatre play. They explore the cultural elements in stories, learning that our cultural practices here in Hawaii are both similar and different from those in other places.
In drama, students learn basic drama terminology and build a repertoire of basic drama activities that provide a foundation for later drama experience.
In visual art, students create two- and three-dimensional artwork to use for the Readers’ Theatre set.
In Language Arts, they learn to use oral expression, identify characters and setting, and how to write a letter.
|
| Metamorphosis Through Art | 2006-2007 | 1 | Visual Arts | Science | SC 1.2.2 |
| Each lesson will either compare differences or examine changes in nature from the beginning to the mature stages. Students get experience with several visual arts media as they learn to be close observers of nature and record their observations through drawing, painting, or making puppets. Lessons alternate between using art to record scientific observation and responding to nature creatively through the visual arts. |
| Music & Dance in Different Cultures | 2005-2006 | 1 | Music | Fine Arts | FA 1.2.8 |
| Students learn simple dances used to celebrate holidays or historical events in different cultures. Some dances include playing rhythm instruments. |
| Mood in Poetry and Art | 2006-2007 | 2 | Visual Arts | Language Arts | LA 2.4.1 |
| Before the artist comes in, the teacher will guide students in thinking about how to use language to express mood. Students will write original poems about a color and choose one to contribute to a class poetry quilt. Their poems are copied onto transparencies, which are then laminated onto painted backgrounds. These squares are then sewn together to create a poetry quilt.
With the artist, students will create a watercolor background for their original poems, using what they learn about color mixing and warm and cool colors to match the mood of their poems.
|
| The Language of Vision | 2006-2007 | 2 | Visual Arts | Fine Arts | 2.1.1 |
| With each lesson students examine elements and principles of art such as line, shape, form, space, light, color, and texture with a variety of visual arts media. In addition students demonstrate expressive qualities of mood and emotions. They will create a self-portrait, land/seascape, mixed media work, and sculpture. Each lesson is started with a 3 minute line-drawing warm-up. |
| Animal Survival | 2005-2006 | 3 | Drama | Science | SC 3.4.1 |
| Students learn that plants and animals all have structures that help them survive.
In acting out scenes involving animals, students also learn that a dramatic scene has characters, setting, dialog/action, and plot.
|
| Art of Pablo Picasso | 2006-2007 | 3 | Visual Arts | Social Studies | SS 3.6.1 |
| In conjunction with a Social Studies unit on Spain, the artist introduces the work of Spanish artist Pablo Picasso. Picasso drew from many aspects of Spanish culture in creating his work, but always with an original stamp.
In each lesson students examine elements and principles of art such as line, shape, form, space, light, color and texture with a variety of visual arts media. In addition, students demonstrate expressive qualities of mood and emotions. They will create a face, a mask, still life, and two clay pieces. Each lesson is started with a 3 minute line-drawing warm-up.
|
| Classical Music Themes | 2006-2007 | 3 | Music | Fine Arts | None |
| Students are introduced to famous themes from classical music, the composers, and the stories associated with the music. They learn about the string family of instruments, and especially the violin, as the artist shows them the actual instrument and plays for them. Musical terms are introduced in connection with the various pieces of music. The unit culminates in a live performance by a string trio, playing some of the themes the students have learned. |
| Color My World | 2005-2006 | 3 | Visual Arts | Social Studies | SS 3.7.1 |
| By making individual globes, students learn that we live on a sphere with 7 continents and where they are located on the earth. By doing research on the continents and then designing an icon to represent each one, they learn some of the physical and human characteristics that make regions unique.In the process of making their globes, students learn to use visual arts vocabulary related to the elements and design principles. |
| How Plants Depend on Animals | 2005-2006 | 3 | Drama | Science | SC 3.3.1 |
| Students will learn that animals help plants survive by contributing to seed dispersal, pollination, and photosynthesis.
This unit introduces basic drama elements and protocols as students create machines and add-on sculptures, and use pantomime to embody the science concepts being taught.
|
| Kamishibai: Japanese Storytelling | 2005-2006 | 3 | Drama | Social Studies | SS 3.6.1 |
| Students explore the questions, What is a culture? and How is a culture reflected in storytelling and art? They learn about the Japanese tradition of storytelling called kamishibai. Then they prepare for a kamishibai performance for another class by drawing a story scene, writing text summarizing the scene, learning to use their voices expressively in telling a story and how to speak in front of an audience. |
| Exploring the Visual Arts | 2005-2006 | 4 | Visual Arts | Math | MA.4.5.1 |
| Students have a chance to be exposed to a variety of visual art themes, media, techniques, and tools. Connections can be made bythe classroom teacher with geometry, writing, and cultural anthropology. Each lesson includes a vocabulary list. |
| Hawaii's Endangered Species | 2006-2007 | 4 | Visual Arts | Science | SCV 4.5.3 |
| Students will select a Hawaiian animal that is endangered and gather information about its environmental requirements. Then they will create a picture showing the animal and one of its key environmental elements. |
| Making Kapa Cloth | 2005-2006 | 4 | Hawaiian Cultural Arts | Social Studies | SS 4.3.1 |
| Students follow the steps for making kapa cloth, as the ancient Hawaiians did. They begin by stripping wauke, letting the bark ferment, then pounding it, and finally, printing on it.Students also get an introduction to the mixing of primary colors to make secondary colors.This unit was originally taught as an extension of the FOSS science unit on Liquids and Solids. |
| Our Changing Earth | 2006-2007 | 4 | Visual Arts | Science | SC 4.8.1 |
| Students will engage in two visual arts projects to deepen their understanding that the earth’s crust is made up of layers and that there are both slow processes (such as weathering and erosion) and fast processes (such as volcanic eruptions and tsunamis) that reshape the surface of the earth. In connection with their artwork, they will consider the idea that nature is not “art,” but our perception and arrangement of natural objects can be art. |
| Our Changing Earth | 2006-2007 | 4 | Visual Arts | Science | SC 4.8.2 |
| Students will engage in two visual arts projects to deepen their understanding that the earth’s crust is made up of layers and that there are both slow processes (such as weathering and erosion) and fast processes (such as volcanic eruptions and tsunamis) that reshape the surface of the earth. In connection with their artwork, they will consider the idea that nature is not “art,” but our perception and arrangement of natural objects can be art. |
| Native American Skin Stories | 2006-2007 | 5 | Visual Arts | Social Studies | SS 5.3.2 |
| Students studying Native American lifestyles in early America and Native American myths and legends will write a legend that reflects a Native American culture. They will then create a “skin” and write the story on the “skin” using pictographs. |
| Performing a Swedish Winter Song | 2005-2006 | 5 | Music | Fine Arts | FA 5.5.4 |
| Students participated in a performance of a Swedish song by doing one of the following: Singing in Swedish, playing rhythmic accompaniment, playing melodic accompaniment, or doing the traditional Swedish dance for the song.
Working with the artist for 5 sessions, students learned the song, learned their parts, practiced working together as an ensemble, and performed at the school’s winter concert for parents and friends.
|
| Issues Posters | 2007-2008 | High School | Visual Arts | Social Studies | FA9-12.1.1 |
| Students identify current issues and create a persuasive poster to share with students, and possibly also with legislators or county council members. |
| Romare Bearden's Art of the 60's | 2006-2007 | High School | Visual Arts | Social Studies | SS.10.3.25 |
| During the 1960’s there were profound movements in civil rights and other social issues. Romare Bearden is an artist whose work reflected this as he depicted his community and its surroundings in his world-famous collages. In these lessons, students will discuss Bearden’s work and then create a collage of their own, reflecting the community in which they live. |
| WWII Poster Art | 2006-2007 | High School | Visual Arts | Social Studies | SS 10.3.19 |
| During WWII a great deal of poster art was produced, often with a purpose of persuading the viewer about a social issue. After looking at a sampling of 1940’s poster art, students will create a poster focusing on a current issue of importance to them. Elements of poster design as well as techniques for using acrylic paint will be taught. |
| Characters in The Little Red Hen | 2005-2006 | K | Drama | Language Arts | LA K.3.2 |
| Students learn how to differentiate characters in a familiar story through movment and voice, becoming the Cat, the Dog, the Duck, and the Little Red Hen in group activities.
Students also make a paper plate stick puppet of the Little Red Hen and introduce the puppet to the class, using a voice for the puppet character they have created.
|
| Classical Music for Kindergarten | 2006-2007 | K | Music | Fine Arts | None |
| Students hear famous themes from three pieces of classical music, the composers, and the stories associated with the music. They learn about the string family of instruments, and especially the violin, as the artist shows them the actual instrument and plays for them. The unit culminates in a live performance by a string trio, playing some of the themes the students have learned. |
| Insects in the Books of Eric Carle | 2005-2006 | K | Drama | Science | SC K.1.1 |
| These lessons extend a unit combining an author study of the books of Eric Carle with the FOSS Science unit on Insects. Students observe various insects in Carle’s books and discuss the similarities and differences of the insects and their habitats, as well as the life-cycle of a butterfly. The insect-related books used are starred, but other options include:
• The Very Hungry Caterpillar*
• The Grouchy Ladybug*
• The Very Quiet Cricket
• The Very Lonely Firefly
• The Very Clumsy Click Beetle.
With the artist, students create three different insect puppets, using a variety of materials and techniques. They move the puppets in the way those insects move and have simple “conversations” between the puppets.
Clay forms are used to reinforce learning about marine animals, numbers, and letters.
|
| Marine Study in Art | 2006-2007 | K | Visual Arts | Science | SC K.1.1 |
| In connection with their study of marine life, students will individually paint turtles, dolphins, and fish which will then become part of a collaborative mural. |
| Exploratory Pottery Projects | 2006-2007 | Middle School | Visual Arts | Fine Arts | 6_8.1.4 |
| Students did several progressively more difficult pottery projects learning pinch, coil, and slab construction, as well as glazing techniques. All the pots were fired and students discussed the effects of various techniques on the finished product. |
| Hawaiian Printmaking | 2006-2007 | Middle School | Hawaiian Cultural Arts | Fine Arts | 6_8.1.2 |
| Students learn about traditional Hawaiian printmaking techniques and then apply these in printing their own contemporary designs. In the final session, the class creates a collective work that incorporates the individual designs of each student from previous sessions. |
| Native Hawaiian Plants | 2006-2007 | Middle School | Hawaiian Cultural Arts | Science | SC 7.3.2 |
| Students took an inventory of the native Hawaiian plants on their campus, learned the traditional and contemporary uses, legends associated with particular plants, and the significance of the plants in the Hawaiian environment. They also researched, planted, and cared for native Hawaiian plants that were not already present. They labeled the plants on campus with their Hawaiian and scientific names. |
| Sumi-e Illustrations of Haiku | 2006-2007 | Middle School | Visual Arts | World Languages | WL.IS.6-8.4.2 |
| Students will be introduced to a Japanese brush painting technique called Sumi-e. They will illustrate an original haiku poem written in their Japanese language class. |
| Three Cultures: Three Folktales | 2006-2007 | Middle School | Visual Arts | Social Studies | SS 6.2.2 |
| Each 6th grade class on the team selects a folk tale from a continent included in their World Cultures study. Then students create a script, design costumes, scenery, and props, and perform the play for students and parents. In visual arts, students discuss how the “look” of the production will reflect the culture from which the tale comes. Then they work with the artist to design costumes, scenery, and props. In drama/Language Arts (oral communication), students learn how voice and actions convey character. In Language Arts (writing), students learn to write a script. In Social Studies, students discuss how folktales reflect and express culture. They look at what the tales reveal about families and communities in ancient society. They compare and contrast the values embedded in the tales with the values of our society today. |
| Bug's Life: The Art of Science | 2006-2007 | Pre school | Visual Arts | Science | Science #1 |
| In connection with a science study on bug life, the artist helps students make bug murals on large cardboard boxes. Students paint freely to make the background, then are guided in creating a variety of insects using a range of art materials and media. Finally, the insects and flowers are cut out and pasted onto the mural background. |
| Classical Music for Preschool | 2006-2007 | Pre school | Music | Fine Arts | None |
| Students are introduced to famous themes from three pieces of classical music, the composers, and the stories associated with the music. They learn about the string family of instruments, and especially the violin, as the artist shows them the actual instrument and plays for them. The unit culminates in a live performance by a string trio, playing some of the themes the students have learned. |
| Learning Through Music | 2005-2006 | Pre school | Music | Language Arts | LA.K |
| Students sang songs and used creative movement to reinforce learning of letters, numbers, colors, days of the week, and activities they do at school and at home. |
| Preschoolers Explore Art Media | 2006-2007 | Pre school | Visual Arts | Fine Arts | None |
| Each lesson encourages the students to discover, invent, and express their visual ideas and feelings. Students will use drawing, painting, mixed media and clay. Each lesson will have a line drawing warm-up. |
| Print Making for Parents and Preschoolers | 2005-2006 | Pre school | Visual Arts | Creative Curriculum | P Goal 1 |
| Preschool students and their parents are guided through 4 print-making sessions using objects and materials found around the homeor outdoors. The objective is to introduce projects that parents could repeat or extend at home.Parents and children made cards and bookmarks printed with household objects; bookcovers or wrapping paper decorated with leaf prints and rubbings; and printed designs with fabric paints on T-shirts. |
| What Can We Do With Clay? | 2005-2006 | Pre school | Visual Arts | Language Arts | Language #4 |
| Students exercise gross and fine motor skills as they manipulate clay and press designs into it. They learn some vocabulary related to clay and the tools and processes they are using.Clay forms are used to reinforce learning about marine animals, numbers, and letters. |